EHS Trainer Qualifications

Those qualifications may include subject matter expertise, training experience, and training delivery skill.

Subject matter expertise: This means knowledge of the EHS subject they’ll be teaching. The trainer may need technical knowledge, skills, or abilities to lead training on the topic effectively. The trainer doesn’t have to be Einstein, but does need to know his or her stuff. The word “appropriate” seems key here.

Training delivery skills: This means knowledge of effective manners of delivering training, with a particular emphasis on knowing and appealing to adult learning principles.

Trainers should keep their subject matter expertise and training delivery skills sharp and current through continuing education and other professional development opportunities. Training program administrators should create documents that show how EHS trainers comply to these expectations. This can include resumes, continuing education certificates, licenses, registrations, and/or simple experience sheets. There’s no one defined way to do this properly–just do it.

Proper management of the learning environment (where the training will occur) and/or of the digital/virtual learning environment

Effective use of training delivery methods and training materials, including:

Use of adult learning principles

Delivery of appropriate feedback and communication

Let’s look at each of these in more detail.

EHS Training Planning and Preparation

This stage includes getting the trainer ready. Most notably, this means making sure the trainer:

Meets the qualifications for an effective, appropriate trainer listed above

Knows the course’s learning objectives (read more about learning objectives here and here)

Knows the course’s training materials

Knows and knows how to use the primary training delivery method and the backup/alternate delivery method

(For instructors in virtual training environments) Virtual-training instructor will have practiced training in the virtual environment enough to be completely familiar with the delivery system and familiar with backup plans in case of a malfunction/technical error

Managing the Learning Environment for EHS Training

Learning happens best in an appropriate learning environment that meets the needs of the trainees. In particular, the training environment should:

Be safe, with no safety hazards

Not be in an environment that’s so noisy it interferes with employee’s ability to hear

Have an appropriate climate, including temperature and air quality

Have appropriate lighting so that all training materials and activities are easily visible

Have appropriate seating and/or work areas

Be set up with proper ergonomics for the employees

Provide access to water and restrooms

Have enough emergency exits and a planned evacuation route

Have a manner of calling for emergency medical assistance if necessary

And, if any training materials or aids will be used in the training session, there must be an adequate supply for all trainees, and they must be in good, operating condition.

Lastly, although this isn’t mentioned in ANSI Z490.1, a lot of research shows that workers are more likely to remember information from training and apply that training on the job if the training occurs in the same environment that the workers will later be expected to apply the training (the work area). This isn’t possible every time for a number of reasons, but try to take advantage of this when possible. Or, try to have them train with equipment and materials that will present the same visual clues they’ll see in the work area (“that handle” on the machine, “that row” on the spreadsheet,” etc.).

Effective Use of Training Delivery Methods and Training Materials

Now let’s look at the requirements regarding training delivery methods and materials.

Familiarity with Training Delivery Methods and Materials as Designed

The first thing the trainer should do is to be familiar with the training delivery methods and training materials that were designed and created during the training development phase of this process and to apply them so that the learning objectives are supported. For more about training development and learning objectives, please see our previous post in this series: Designing EHS Training.

Adult Learning Principles

In addition, the trainer should make appropriate use of adult learning principles. In explaining this more fully, ANSI Z490.1 states that “at a minimum,” the trainer should:

Communication and Feedback

Finally, the trainer also has to ensure appropriate communication and feedback during the training. One of the fundamental concepts of training is that you’ve got to give the learners (or trainees, or employees, or whatever you want to call them) the chance to ask questions, get feedback on their questions or performances, and generally feel free to communicate openly and effectively about the training topic. Trainers should foster an environment that encourages and supports questions and comments, and they should build-in opportunities for practice and feedback. Remember to always create an atmosphere in which the learners feel safe asking questions; never make fun of or shame people when they ask something.

Our Free Guide to Effective EHS Training

Effective EHS Training: A Step-by-Step Guide

Learn how to design, create, deliver, and evaluate effective EHS training by following these best practices with our free step-by-step guide.

Jeffrey Dalto is an Instructional Designer and the Senior Learning & Development Specialist at Convergence Training. He's worked in training/learning & development for 20 years, in safety and safety training for more than 10, is an OSHA Authorized Outreach Trainer for General Industry OSHA 10 and 30, has completed a General Industry Safety and Health Specialist Certificate from the University of Washington/Pacific Northwest OSHA Education Center, and is a member of the committee creating the upcoming ANSI Z490.2 national standard on online environmental, health, and safety training.